South Orange & Maplewood School District Social Studies ...

South Orange Maplewood School District Department of Curriculum & Instruction January 2015

South Orange & Maplewood School District Social Studies Curriculum Grades 11 & 12

Psychology

South Orange & Maplewood School District Social Studies Grades 11 & 12

Psychology

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BOARD OF EDUCATION MEMBERS

Elizabeth Daugherty, President

Sandra Karriem, First Vice-President

Bill Gaudelli, Ed. D., Second Vice-President

Jeffrey Bennett, Member

Wayne Eastman, Member

Stephanie Lawson-Muhammad, Member

Madhu Pai, Member

Andrea Wren-Hardin, Member

Johanna Wright, Member

ADMINISTRATION

James Memoli, Acting Superintendent

Susan Grierson, Assistant Superintendent for Curriculum & Instruction

Christopher Preston, Supervisor of Social Studies, 6-12

ACKNOWLEDGEMENTS

Curriculum Writer Philip McCormick


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TABLE OF CONTENTS

Section I ....................................................................................................................................................... 1

South Orange & Maplewood Board of Education ......................................................................................

Acknowledgements .....................................................................................................................................

Introduction & Overview ............................................................................................................................

Teacher Resources ......................................................................................................................................

Organization of Units of Study ...................................................................................................................

Standards Alignment ...................................................................................................................................

Section II: Units of Study .............................................................................................................................

Unit 1: Approaches to Psychology ..............................................................................................................

Unit 2: Development and Theories of Personality ......................................................................................

Interim Unit: Optimism and Positive Thinking ..........................................................................................

Unit 3: Consciousness and Perception .......................................................................................................

Unit 4 Learning and Memory ......................................................................................................................

Unit 5: Psychological Disorders .................................................................................................................

Section III: Enduring Understandings, Essential Questions, Classroom Applications ..........................

Enduring Understandings & Essential Questions .......................................................................................

Content & Cumulative Progress Indicators .................................................................................................

Instructional Guidance ................................................................................................................................

Sample Assessments ...................................................................................................................................

Resources ....................................................................................................................................................

National Standards for High School Psychology Curricula (American Psychological Association) .........


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Introduction and Overview

Introduction

Psychology is a one semester, intellectual, survey course designed for students who would like to

explore human nature from a biopsychosocial viewpoint. Key terms, concepts, and principles of

psychology, as well as key psychological figures are introduced. The course explores various

perspectives examining how humans think, feel, and act, including the Nature vs. Nurture debate.

Topics such as the history of psychology, psychological approaches, research methods, identity

and self-concept, emotion, experience, development, theories of personality, consciousness, perception,

learning, memory, and psychological disorders are explored through lecture, discussion, introspection and

journal writing, observation, case studies, hand-outs, novels, video clips, essays, individual and group

projects, quizzes, tests, an introductory Psychology textbook, and field projects.

It is expected that students electing this course would be willing to make a strong individual

preparation in order to share their ideas and on occasion engage in group learning tasks. A major goal of

the course is to expand our basic curiosity about these concepts to a point where we can make legitimate

evaluative statements about socially significant behavior and the psychological implications for issues

now confronting society.

The course is open to juniors and seniors only and is offered as an Honors elective. of their

classes.

Overview

A number of fundamental themes are common to the study of Psychology:

1. How did Psychology begin as a behavioral science? How do the 6 contemporary approaches to

Psychology (Psychoanalytic, Behavioral, Humanistic, Cognitive, Biological, and Sociocultural)

seek to explain human thought and behavior? What are the situational benefits and limitations of

various experimental and non-experimental research designs, and how is psychological research

influenced by ethical principles?

2. How do people develop physically, cognitively, emotionally, and socially throughout the

lifespan? What factors influence individuals’ unique personalities?

3. How can optimism improve one’s thoughts, feelings, and behavior? What are the foundational

differences between optimistic and pessimistic thinking? How can one develop an “attitude of

gratitude” in his or her life?

4. What is the span of human consciousness? How do people use the 7 known senses to sense and

perceive the world around them?

5. How is behavior influenced by one’s environment? How do people process, store, and retrieve

information? What various techniques can people use to help improve memory?

6. What makes a behavior or pattern of thought “abnormal?” What are the causes and symptoms of

various psychological disorders? How are psychological disorders diagnosed and treated?


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Teacher Resources Text:

Kasschau, R. (2003). Understanding Psychology. New York: Glencoe McGraw-Hill.

Online Text:

http://www.glencoe.com/sites/common_assets/socialstudies/ose/national.html

User Name: PSYCH03; Password: wr9Drecrec

Supplemental Text:

Hock, R. (2009). Forty Studies that Changed Psychology: Explorations into the History of

Psychological Research (6th ed.). Michigan: Pearson/Prentice Hall


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Organization of Units of Study

The curriculum is comprised of 6 units of study. Each unit is comprised of the following components:

Contextual Overview

Core Concepts

Essential Questions

Content to be taught

Skills to be developed

Suggested Assessments

Resources

o Teacher

o Classroom Instruction

Standards Alignment

o National Standards for High School Psychology Curricula (American Psychological

Association)


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Units of Study

The curriculum is comprised of 6 units of study:

Unit 1: Approaches to Psychology

This unit is designed to introduce students to Psychology, as a behavioral science. This unit

explores the history of Psychology, contemporary approaches to Psychology, professions in the

field, as well as various experimental and non-experimental research designs, and their benefits

and limitations.

Unit 2: Development and Theories of Personality

This unit is designed to enable students to explore how individuals develop physical, cognitively,

emotionally, and socially throughout the lifespan. Students will examine and apply various

theories of development throughout the lifespan, including theories by Piaget, Erikson, Freud,

Kohlberg, and Kubler-Ross. Students will examine and apply theories of personality, including

theories by Freud and Maslow.

Interim Unit: Optimism and Positive Thinking

This interim unit is designed to enable students to explore research on optimism and positive

thinking. This unit explores research on the human experience of “happiness,” and enables

students to reflect on ways that they can improve their own thoughts, feelings, and behavior

through understanding ways of practicing optimism.

Unit 3: Consciousness and Perception

This unit is designed to challenge students to explore the unique ways that individuals sense and

perceive the world. Students will explore and apply various elements of consciousness,

including sleep, hypnosis, meditation, and selective attention. Students will understand the ways

that humans use their 7 known senses to sense and perceive the world around them.

Unit 4: Learning and Memory

This unit is designed to cultivate students’ knowledge of the cognitive processes associated with

learning and memory. Students will explore and apply classical conditioning, operant

conditioning, and social learning, and will also evaluate the effectiveness of punishment on

learning. Students will explore various components of memory, including the stages and

processes of memory, memory techniques, as well as reasons for forgetting.

Unit 5: Psychological Disorders

This unit is designed to enable students to explore the concept of “abnormality” as it applies to

human behavior. Students will examine the diagnosis, causes, symptoms, and treatments for


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various psychological disorders, including Anxiety Disorders, Somatoform Disorders,

Dissociative Disorders, Schizophrenia, Mood Disorders, and Personality Disorders.


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Unit 1: Approaches to Psychology

This unit is designed to introduce students to Psychology, as a behavioral science. This unit explores the

history of Psychology, contemporary approaches to Psychology, professions in the field, as well as various

experimental and non-experimental research designs, and their benefits and limitations.

Essential Questions Enduring Understandings

How did Psychology

begin as a behavioral

science?

How do the 6

contemporary approaches

to Psychology

(Psychoanalytic,

Behavioral, Humanistic,

Cognitive, Biological,

and Sociocultural) seek to

explain human thought

and behavior?

What are the situational

benefits and limitations

of various experimental

and non-experimental

research designs, and

how is psychological

research influenced by

ethical principles?

Psychology is the scientific study of behavior and mental

processes that is tested through scientific research

Four historical approaches emerged as Psychology began as a

science (Structuralism, Functionalism, Inheritable Traits, Gestalt

Psychology)

Six contemporary approaches are used today in Psychology to

better understand why humans are as we are (Psychoanalytic,

Behavioral, Humanistic, Cognitive, Biological, Sociocultural)

Many psychologists today employ an eclectic approach,

considering views from each of the six perspectives, on a case

by case basis

There are various professions within the field of Psychology

(e.g. clinical psychologist, counseling psychologist, psychiatrist)

Psychologists use the scientific method when conducting

research

Various non-experimental research designs are used in carrying

out psychological research (Naturalistic Observation, Case

Study, Survey, Longitudinal Study, Cross-Sectional Study,

Correlation)

Key components of experiments include Independent

Variable(s), Dependent Variable(s), Confounding Variable(s),

Experimental Group(s), Control Group(s)

Ethical standards in psychological research are governed by the

American Psychological Association (APA)

National Standards for High

School Psychology Curricula

(American Psychological

Association):

Classroom Applications

Content and Performance Standards:

Standard Area: Perspectives in Psychological

Science

Content Standard 1: Development of psychology

as an empirical science

Students are able to (performance standards):

1.1 Define psychology as a discipline

Instructional Guidance:

PowerPoint Lecture and Discussion (Historical and

Contemporary Approaches to Psychology, Experimental and

Non-Experimental Research Designs)

Application Activity (Using psychological perspectives to

understand human behavior, Evaluating which types of research


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and identify its goals as a science.

1.2 Describe the emergence of

psychology as a scientific discipline.

1.3 Describe perspectives employed to understand behavior and mental processes.

1.4 Recognize the evolving nature of

psychology as a scientific discipline.

Content Standard 2: Major subfields within psychology


2.1 Discuss the value of both basic and

applied psychological research with

human and non-human animals.

2.2 Describe the major subfields of psychology.

2.3 Identify the important role

psychology plays in benefiting society and

improving people’s lives.

Standard Area: Research Methods, Measurement, and Statistics

Content Standard 1: Research methods and

measurements used to study behavior and mental

processes


1.1 Describe the scientific method and its role in psychology.

1.2 Describe and compare a variety of

quantitative (e.g., surveys,

correlations, experiments) and qualitative (e.g., interviews, narratives,

focus groups) research methods.

1.4 Discuss how and why

psychologists use non-human animals in research.

Content Standard 2: Ethical issues in research with human and non-human animals


2.1 Identify ethical standards

psychologists must address regarding

research with human participants.

2.2 Identify ethical guidelines psychologists must address regarding

research with non-human animals.

methods best suit various situations)

Independent Reading (Chapter 1, Chapter 2)

Hand-Outs (Professions in the Field of Psychology, Ethical

Standards of the APA)

Readings (Milgram Experiment, Applying Research Designs to

this Experiment, Evaluating Ethics Using Ethical Standards,

Obey At Any Cost?)

Videos (Milgram Experiment [1960’s], ABC Primetime: Basic

Instincts: Milgram Experiment Re-visited [2007])

Sample Assessments:

Application Activity of contemporary perspectives of

Psychology

Chapter 1 Quiz (Matching, Multiple Choice), Chapter 2 Quiz

(Matching, Multiple Choice)

Unit 1 Test (Multiple Choice, Short Answer)

Suggested Resources:

Kasschau, R. (2003). Understanding Psychology. New York:

Glencoe McGraw-Hill.

Hock, R. (2009). Forty Studies that Changed Psychology:

Explorations into the History of Psychological Research (6th

ed.). Michigan: Pearson/Prentice Hall

Videos: Milgram Experiment (1960’s), ABC Primetime: Basic

Instincts: Milgram Experiment Re-visited (2007)


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Unit 2: Development and Theories of Personality

This unit is designed to enable students to explore how individuals develop physical, cognitively,

emotionally, and socially throughout the lifespan. Students will examine and apply various theories of

development throughout the lifespan, including theories by Piaget, Erikson, Freud, Kohlberg, and Kubler-

Ross. Students will examine and apply theories of personality, including theories by Freud and Maslow.


How do people develop

physically, cognitively,

emotionally, and socially

throughout the lifespan?

What factors influence

individuals’ unique

personalities?

Developmental Psychology is the study of the changes that

occur as an individual matures

Various physical, cognitive, emotional, and social changes occur

during infancy, childhood, adolescence, adulthood, and old age

Several psychologists theorized stages of development

throughout the lifespan including Jean Piaget

(childhood/adolescence: cognitive development), Freud

(childhood/adolescence: psychosexual development), Kohlberg

(childhood/adolescence: moral development), Erikson (lifespan:

psychosocial development), and Kulber-Ross (old age:

adjustment to death)

Personality is the consistent, enduring, and unique

characteristics of a person

Various theories of personality have emerged (psychoanalytic,

humanistic, cognitive)

According to the Psychoanalytic theory of personality, one’s

personality is divided into three parts (Id, Ego, Superego)

Research shows that one’s birth order in the family could affect

one’s personality

Several tests have been developed to assess individuals’

personalities (Myers-Briggs Type Inventory, The Big Five,

Type A vs. B)




Association):



Standard Area: Life Span Development

Content Standard 1: Methods and issues in life span development


1.1 Explain the interaction of

environmental and biological factors

in development, including the role of the brain in all aspects of

development.


PowerPoint Lecture and Discussion (Developmental

Psychology, Infancy and Childhood, Adolescence, Adulthood

and Old Age, Theories of Personality, Psychoanalytic Theory of

Personality, Humanistic and Cognitive Theory of Personality)

Application Activity (Applying Erikson’s Theory of

Psychosocial Development, Creating examples of Psychological


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1.3 Distinguish methods used to study

development.

1.4 Describe the role of sensitive and critical periods in development.

1.5 Discuss issues related to the end of

life

Content Standard 2: Theories of life span development


2.1 Discuss theories of cognitive

development.

2.2 Discuss theories of moral

development.

2.3 Discuss theories of social development.

Content Standard 3: Prenatal development and the

newborn


3.2 Describe newborns’ reflexes,

temperament, and abilities.

Content Standard 4: Infancy (i.e., the first two years of life)


4.1 Describe physical and motor

development.

4.2 Describe how infant perceptual

abilities and intelligence develop.

4.3 Describe the development of attachment and the role of the caregiver.

4.4 Describe the development of

communication and language.

Content Standard 5: Childhood


5.1 Describe physical and motor

development.

5.2 Describe how memory and thinking ability develops.

5.3 Describe social, cultural, and

emotional development through childhood.

Content Standard 6: Adolescence


Defense Mechanisms, Personality Tests: Myers-Briggs Type

Inventory, The Big Five, Type A Vs. B)

Independent Reading (Chapter 3, Chapter 4, Chapter 5, Chapter

14)

Hand-Outs (Piaget’s Stages of Cognitive Development,

Erikson’s Theory of Psychosocial Development, Freud’s Stages

of Psychosexual Development, Kohlberg’s Stages of Moral

Development, Kubler-Ross’ Stages of Adjustment to Death,

Psychological Defense Mechanisms, Maslow’s Hierarchy of

Needs)

Readings (The Case Study of Genie, Birth Order and

Personality, Personality Traits: Nature or Nurture?, Out of Sight

But Not Out of Mind)

Videos (Piaget’s Stages of Cognitive Development)

Sample Assessments:

Chapter 3 Quiz (Matching, Multiple Choice), Chapter 4,14 Quiz

(Matching, Multiple Choice)

Unit 2 Test (Matching, Multiple Choice, Short Answer)

Unit 2 Paper







Video Clip: Piaget’s Stages of Cognitive Development

Image: Genderbread Person

(http://itspronouncedmetrosexual.com/2012/03/the-genderbread-

person-v2-0/)

Myers-Briggs Type Inventory (MBTI)


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6.1 Identify major physical changes.

6.2 Describe the development of

reasoning and morality.

6.3 Describe identity formation.

6.4 Discuss the role of family and peers in adolescent development.

Content Standard 7: Adulthood and aging


7.1 Identify major physical changes

associated with adulthood and aging.

7.2 Describe cognitive changes in adulthood and aging.

7.3 Discuss social, cultural, and

emotional issues in aging.

Standard Area: Language Development

Content Standard 1: Structural features of

language


1.1 Describe the structure and function of language.

Content Standard 2: Theories and developmental

stages of language acquisition


2.1 Explain the process of language

acquisition.

2.3 Evaluate the theories of language acquisition.

Content Standard 3: Language and the brain


3.1 Identify the brain structures

associated with language.

Standard Area: Motivation

Content Standard 2: Domains of motivated

behavior in humans and non-human animals


2.1 Discuss eating behavior.

2.2 Discuss sexual behavior and orientation.

Standard Area: Personality

(http://www.humanmetrics.com/cgi-win/jtypes2.asp)

The Big Five Personality Test

(http://www.outofservice.com/bigfive/)

Type A Vs. B Personality Test

(http://www.psych.uncc.edu/pagoolka/typea-b-intro.html)


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Content Standard 1: Perspectives on personality


1.1 Evaluate psychodynamic theories.

1.2 Evaluate trait theories.

1.3 Evaluate humanistic theories.

1.4 Evaluate social-cognitive theories.

Content Standard 2: Assessment of personality


2.1 Differentiate personality assessment techniques.

2.2 Discuss the reliability and validity

of personality assessment techniques.

Content Standard 3: Issues in personality


3.1 Discuss biological and situational

influences.

3.2 Discuss stability and change.

3.4 Discuss self-concept.

3.5 Analyze how individualistic and collectivistic cultural perspectives relate to

personality.


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Interim Unit: Optimism and Positive Thinking

This interim unit is designed to enable students to explore research on optimism and positive thinking. This

unit explores research on the human experience of “happiness,” and enables students to reflect on ways that

they can improve their own thoughts, feelings, and behavior through understanding ways of practicing

optimism.


How can optimism

improve one’s thoughts,

feelings, and behavior?

What are the foundational

differences between

optimistic and pessimistic

thinking?

How can one develop an

“attitude of gratitude” in

his or her life?

Optimism is hopefulness and confidence about the future or the

successful outcome of something

Optimists and pessimists process information differently

Learned helplessness (something that pessimists are more likely

to experience) is a condition in which a person suffers from a

sense of powerlessness, arising from a traumatic event or

persistent failure to succeed

Individuals with a strong internal locus of control feel more

personally in control of their lives

Individuals with a strong external locus of control feel that their

lives are strongly controlled by matters beyond their control

Positive psychology is the branch of psychology that uses

scientific understanding and effective intervention to aid in the

achievement of a satisfactory life




Association):



Standard Area: Thinking


1.1 Define cognitive processes

involved in understanding information.

1.2 Define processes involved in problem solving and decision making.

Content Standard 2: Obstacles related to thought


2.3 Describe obstacles to making good

judgments.


PowerPoint Lecture and Discussion (Optimism and Positive

Thinking)

Application Activity (Different Outlooks, Positive Statement

Activity)

Readings (The Science of Optimism: Hope Isn’t Rational - So

Why Are Humans Wired for It?, Byron Pitts: From Illiteracy to

60 Minutes, Two Little Words Can Change Your Life: New

Research Shows Why Gratitude is a Crucial Tool for Health and


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Standard Area: Emotion

Content Standard 1: Perspectives on emotion


1.1 Explain the biological and

cognitive components of emotion.

1.2 Discuss psychological research on

basic human emotions.

Content Standard 2: Emotional interpretation and

expression


2.1 Explain how biological factors influence emotional interpretation and expression.

2.2 Explain how culture and gender

influence emotional interpretation and expression.

2.3 Explain how other environmental

factors influence emotional interpretation and expression.

Content Standard 3: Domains of emotional

behavior


3.1 Identify biological and

environmental influences on the expression and experience of negative

emotions, such as fear.

3.2 Identify biological and

environmental influences on the expression and experience of positive

emotions, such as happiness.

Happiness)

Movies (“The Secret,” “Happy”)

Sample Assessments:

Movie Discussion/Response Questions (“The Secret,” “Happy”)




Movies: “The Secret,” (2007) “Happy” (2011)


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Unit 3: Consciousness and Perception

This unit is designed to challenge students to explore the unique ways that individuals sense and perceive

the world. Students will explore and apply various elements of consciousness, including sleep, hypnosis,

meditation, and selective attention. Students will understand the ways that humans use their 7 known

senses to sense and perceive the world around them.


What is the span of

human consciousness?

How do people use the 7

known senses to sense

and perceive the world

around them?

Consciousness is a state of awareness including a person’s

feelings, sensations, ideas, and perceptions

Individuals sleep in cycles (spanning approximately 90 minutes)

and experience stage 1, 2, 3, 4, and Rapid Eye Movement

(REM) sleep

People can experience a variety of sleep disorders, each with

unique symptoms and causes (Sleep Apnea, Narcolepsy,

Insomnia, Nightmares/Night Terrors, Sleepwalking/Sleep

Talking)

Hypnosis is a state of consciousness resulting from a narrowed

focus of attention and characterized by heightened suggestibility

Individuals may use a variety of meditation styles to focus

attention and produce relaxation

At times, individuals may experience selective attention

(Inattentional Blindness, Change Blindness)

Sensation occurs when a stimulus (change in environment, to

which an organism responds) activates a receptor, while

perception is the organization of such sensory information into

meaningful psychological experiences

Humans use 7 senses (Vision, Hearing, Touch, Taste, Smell,

Vestibular, Kinesthesis) to sense and perceive the world

Various psychological processes occur when organizing

perceptions (Gestalt, Depth Perception)

Perception may be misleading at times (Perceptual Thresholds,

Subliminal Messages, Illusions)




Association):



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Standard Area: Consciousness

Content Standard 1: The relationship between

conscious and unconscious processes

Students are able to (performance standards)

1.1 Identify states of consciousness.

1.2 Distinguish between processing

which is conscious (i.e., explicit) and

other processing which happens

without conscious awareness (i.e.,

implicit).

Content Standard 2: Characteristics of sleep and theories that explain why we sleep and dream


2.1 Describe the circadian rhythm and

its relation to sleep.

2.2 Describe the sleep cycle.

2.3 Compare theories about the

functions of sleep.

2.4 Describe types of sleep disorders.

2.5 Compare theories about the

functions of dreams.

Content Standard 4: Other states of consciousness


4.1 Describe meditation and relaxation

and their effects.

4.2 Describe hypnosis and

controversies surrounding its nature and use.

4.3 Describe flow states.

Standard Area: Sensation and Perception

Content Standard 1: The processes of sensation

and perception


1.1 Discuss processes of sensation and

perception and how they interact.

1.2 Explain the concepts of threshold

and adaptation.

Content Standard 2: The capabilities and

limitations of sensory processes



PowerPoint Lecture and Discussion (Sleep and Dreams, Stages

of Sleep, Sleep Disorders, Hypnosis/Biofeedback/Meditation,

Consciousness and Attention, Sensation and Perception, The

Senses, Perceptual Thresholds and Subliminal Messages,

Perception/Illusions/ESP)

Application Activity (Altered States of Consciousness, Dream

Log)


Hand-Outs (Stages of Sleep, Sensation and Perception, Depth

Perception: Monocular and Binocular Cues)

Readings (To Sleep No Doubt to Dream, The History of

Hypnosis)

Videos (Sleep Disorders: Sleep Apnea, Narcolepsy,

Nightmares/Night Terrors, Sleepwalking/Sleep Talking,

Hypnosis)

Sample Assessments:

Chapter 7 Quiz (Matching)

Unit 3 Test (Matching, Multiple Choice, Short Answer)







Video Clips: Sleep Disorders (Sleep Apnea, Narcolepsy,

Nightmares/Night Terrors, Sleepwalking/Sleep talking),

Hypnosis, Selective Attention, Sensation and Perception,

Subliminal Messages, Illusions

Various Dream Interpretation Texts


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2.1 List forms of physical energy for

which humans and non-human animals do and do not have sensory

receptors.

2.2 Describe the visual sensory system.

2.3 Describe the auditory sensory

system.

2.4 Describe other sensory systems,

such as olfaction, gustation, and somesthesis (e.g., skin senses, kinesthesis, and vestibular sense).

Content Standard 3: Interaction of the person and

the environment in determining perception


3.1 Explain Gestalt principles of

perception.

3.2 Describe binocular and monocular depth cues.

3.3 Describe the importance of

perceptual constancies.

3.4 Describe perceptual illusions.

3.5 Describe the nature of attention.

3.6 Explain how experiences and

expectations influence perception.


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Unit 4: Learning and Memory

This unit is designed to cultivate students’ knowledge of the cognitive processes associated with learning

and memory. Students will explore and apply classical conditioning, operant conditioning, and social

learning, and will also evaluate the effectiveness of punishment on learning. Students will explore various

components of memory, including the stages and processes of memory, memory techniques, as well as

reasons for forgetting.


How is behavior

influenced by one’s

environment?

How do people process,

store, and retrieve

information?

What various techniques

can people use to help

improve memory?

Learning occurs as individuals gain knowledge through

experience

There are three major types of learning (Classical Conditioning,

Operant Conditioning, Social Learning)

Punishment may also be used to train behavior, but several

disadvantages have been identified

There are several risk factors involved with being targeted for

bullying as well as being a bully

There are several long-term effects that can occur from being

bullied

There are three stages (Sensory, Short-term, Long-term) and

three processes (Encoding, Storage, and Retrieval) of memory

There are four types of long-term memory (Semantic, Episodic,

Declarative, Procedural)

Individuals may retrieve information through recall and/or

recognition

Individuals may forget for a variety of reasons (decay,

interference, repression)

Several techniques could be used to improve memory

(maintenance-rehearsal, chunking, state-dependent learning,

elaborative rehearsal, mnemonic devices)




Association):



Standard Area: Learning

Content Standard 1: Classical conditioning


PowerPoint Lecture and Discussion (Classical Conditioning,

Operant Conditioning, Bullying, Social Learning, Taking In and


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1.1 Describe the principles of classical

conditioning.

1.2 Describe clinical and experimental examples of classical conditioning.

1.3 Apply classical conditioning to

everyday life.

Content Standard 2: Operant conditioning


2.1 Describe the Law of Effect.

2.2 Describe the principles of operant conditioning.

2.3 Describe clinical and experimental

examples of operant conditioning.

2.4 Apply operant conditioning to

everyday life.

Content Standard 3: Observational and cognitive learning


3.1 Describe the principles of

observational and cognitive learning.

3.2 Apply observational and cognitive

learning to everyday life.

Standard Area: Memory

Content Standard 1: Encoding of memory


1.1 Identify factors that influence

encoding.

1.3 Discuss strategies for improving

the encoding of memory.

Content Standard 2: Storage of memory


2.1 Describe the differences between

working memory and long-term memory.

2.2 Identify and explain biological processes related to how memory is stored.

2.3 Discuss types of memory and

memory disorders (e.g., amnesias, dementias).


the storage of memories.

Storing Information, Retrieving Information)

Application Activity (Classical and Operant Conditioning

Skits)


Hand-Outs (Classical Conditioning, Operant Conditioning, Risk

Factors and Effects of Bullying, Taking In and Storing

Information, Retrieving Information)

Readings (It’s Not Just About Salivating Dogs, Remembering

Details, Eyewitness Testimony, Time Flies)

Videos (Classical Conditioning, Operant Conditioning, Social

Learning)

Movies (“Bully”)

Television Shows (48 Hours: Bullying: Words Can Kill)

Sample Assessments:

Chapter 9 Quiz (Application, Matching)

Unit 4 Test (Application, Matching, Multiple Choice, Short

Answer)







Video Clips: Classical Conditioning, Operant Conditioning,

Social Learning

Movies: “Bully” (2011) (Documentary)

Television Shows: 48 Hours: Bullying: Words Can Kill


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Content Standard 3: Retrieval of memory


3.1 Analyze the importance of

retrieval cues in memory.

3.2 Explain the role that interference plays in retrieval.

3.3 Discuss the factors influencing

how memories are retrieved.

3.4. Explain how memories can be

malleable.


the retrieval of memories.

Unit 5: Psychological Disorders

This unit is designed to enable students to explore the concept of “abnormality” as it applies to human

behavior. Students will examine the diagnosis, causes, symptoms, and treatments for various psychological

disorders, including Anxiety Disorders, Somatoform Disorders, Dissociative Disorders, Schizophrenia,

Mood Disorders, and Personality Disorders.


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What makes a behavior

or pattern of thought

“abnormal?”

What are the causes and

symptoms of various

psychological disorders?

How are psychological

disorders diagnosed and

treated?

A psychological disorder is a psychological or behavioral pattern that occurs

in an individual and is thought to cause distress or disability that is not

expected as part of normal development or culture

The concept of “normality” is subjective to the culture of time and place

Psychologists use the Diagnostic and Statistical Manual of Mental Disorders

(DSM-IV-TR) to categorize and diagnose mental illnesses

Anxiety Disorders (Generalized Anxiety Disorder, Phobic Disorder, Panic

Disorder, Obsessive-Compulsive Disorder, Post-Traumatic Stress Disorder)

are a group of psychological disorders characterized by fear, anxiety, and/or

personal inadequacy

Somatoform Disorders (Conversion Disorder, Hypochondriasis) are a group

of psychological disorders in which physical symptoms occur when there is

no apparent physical cause

Dissociative Disorders (Dissociative Amnesia, Dissociative Fugue,

Dissociative Identity Disorder) are a group of psychological disorders in

which physical symptoms occur when there is no apparent physical cause

Schizophrenia (Paranoid-type, Disorganized-Type, Catatonic-Type,

Remission-Type, Undifferentiated-Type) is a group of psychological

disorders in which physical symptoms occur when there is no apparent

physical cause

Mood Disorders (Major Depressive Disorder, Bipolar Disorder,

Seasonal Affective Disorder) are a group of psychological disorders in

which physical symptoms occur when there is no apparent physical cause

Personality Disorders (Cluster A, Cluster B, Cluster C) are a group of

psychological disorders in which physical symptoms occur when there is no

apparent physical cause

When diagnosing mental illness, psychologists use 5 axes (Clinical

Disorders, Personality Disorders, Medical Conditioning, Psychosocial

Stressors, Global Assessment of Functioning)

Various types of treatment are available to clients (psychoanalytic, cognitive-

behavioral, group therapy, family therapy, couples therapy, as well as

psychopharmacology)

Most psychologists practice an eclectic approach to treatment, varying

treatment methods as needed by the individual


Psychology

23




Association):



Standards Area: Psychological Disorders

Content Standard 1: Perspectives on abnormal

behavior


1.1 Define psychologically abnormal behavior.

1.2 Describe historical and cross-

cultural views of abnormality.

1.3 Describe major models of

abnormality.

1.4 Discuss how stigma relates to abnormal behavior.

1.5 Discuss the impact of

psychological disorders on the individual, family,

and society.

Content Standard 2: Categories of psychological disorders


2.1 Describe the classification of

psychological disorders.

2.2 Discuss the challenges associated

with diagnosis.

2.3 Describe symptoms and causes of major categories of psychological

disorders (including schizophrenic, mood, anxiety, and personality

disorders).

2.4 Evaluate how different factors

influence an individual’s experience of psychological disorders.

Standard Area: Treatment of Psychological

Disorders

Content Standard 1: Perspectives on treatment


1.1 Explain how psychological

treatments have changed over time and among cultures.

1.2 Match methods of treatment to

psychological perspectives.

1.3 Explain why psychologists use a


PowerPoint Lecture and Discussion (What Are Psychological

Disorders?, Anxiety Disorders, Somatoform and Dissociative

Disorders, Schizophrenia and Mood Disorders, Personality

Disorders)

Application Activity (The War At Home: Post-Traumatic Stress

Disorder, Panic Disorder)

Independent Reading (Chapter 16)

Hand-Outs (Multiaxial Diagnoses, Global Assessment of

Functioning [GAF] Scale, Textbook Review Packets)

Readings (Who’s Crazy Here, Anyway?, The Hunt for Mood

Genes)

Videos (Generalized Anxiety Disorder, Phobic Disorder,

Obsessive-Compulsive Disorder, Panic Disorder, Dissociative

Identity Disorder)

Television Shows (“True Life: I Have Post-Traumatic Stress

Disorder,” “True Life: I Have Schizophrenia”)

Sample Assessments:

Chapter 16 Quiz (Matching, Multiple Choice)

Final Exam (Matching, Multiple Choice, Application, Short

Answer)








Psychology

24

variety of treatment options.

Content Standard 2: Categories of treatment and

types of treatment providers


2.1 Identify biomedical treatments.

2.2 Identify psychological treatments.

2.3 Describe appropriate treatments

for different age groups.

2.4 Evaluate the efficacy of treatments

for particular disorders.

2.5 Identify other factors that improve the efficacy of treatment.

2.6 Identify treatment providers for

psychological disorders and the training required

for each.

Content Standard 3: Legal, ethical, and professional issues in the treatment of

psychological disorders


3.1 Identify ethical challenges

involved in delivery of treatment.

3.2 Identify national and local resources available to support

individuals with psychological

disorders and their families (e.g., NAMI and support groups).

Diagnostic and Statistical Manual of Mental Disorders (DSM-

IV-TR)

Video Clips: Generalized Anxiety Disorder, Phobic Disorder,

Obsessive-Compulsive Disorder, Panic Disorder, Dissociative

Identity Disorder

Television Shows: “True Life: I Have Post-Traumatic Stress

Disorder,” (2008) “True Life: I Have Schizophrenia” (2008)

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